Student centered literacy inservice presentation
- 1. Student-Centered LiteracyTuesday, December 7, 2010Presented by:Carolyn WiezorekJennifer Huinker
- 2. Who are we?
- 3. Inservice Objectives: Participants will further their understanding of constructivist/student-centered teaching and learning. Participants will gain a clearer understanding of how to set up a student-centered literacy environment.Participants will understand the connections between the Daily 5 practices and research.
- 4. Why don’t you just find this information yourselves?
- 8. Constructivist Learning TheoryConstructivism is a theory describing how learning happens.Learners construct knowledge out of their experiences.Constructivism acknowledges the uniqueness and complexity of the learner
- 9. John Dewey1859 – 1952 Education and learning are social and interactive processes. Education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one’s full potential and the ability to use those skills for the greater good.Students thrive in an environment where they are allowed to experience and interact with the curriculumAll students should have the opportunity to take part in their own learning
- 10. Maria Montessori(1870 – 1952)“Scientific observation has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.”The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference.
- 11. Jean Piaget 1896 – 1980Piaget's works inspired the transformation of European and American education, including both theory and practice, leading to a more ‘child-centered’ approach.Children developed best in a classroom with interaction.
- 12. Lev Vygotsky1896 – 1934“Zone of proximal development" (ZPD) is Vygotsky’s term for the range of tasks that a child can complete independently and those completed with the guidance and assistance of adults or more-skilled children.Scaffolding is a concept closely related to the idea of ZPD. Scaffolding is changing the level of support.
- 13. Jerome Bruner(1915 - present) In his research on the development of children (1966), Bruner proposed three modes of representation: enactive representation (action-based), iconic representation (image-based), and symbolic representation (language-based)
- 14. The Learner-Centered Psychological Principles (LCPs)COGNITIVE AND METACOGNITIVE FACTORSMOTIVATIONAL AND AFFECTIVE FACTORSDEVELOPMENTAL AND SOCIAL FACTORSINDIVIDUAL DIFFERENCES FACTORSSource: APA Work Group of the Board of Educational Affairs (1997, November)
- 15. COGNITIVE AND METACOGNITIVE FACTORSPrinciple 1: Nature of the Learning processPrinciple 2: Goals of the learning processPrinciple 3: Construction of knowledgePrinciple 4: Strategic thinking Principle 5: Thinking about thinkingPrinciple 6: Context of learning ***Share with neighbor how this relates to your classroom and how it relates to what you know about the Daily 5.
- 16. MOTIVATIONAL AND AFFECTIVE FACTORSPrinciple 7: Motivational and emotional influences on learning Principle 8: Intrinsic motivation to learnPrinciple 9: Effects of motivation on effort***Share with neighbor how this relates to your classroom and how it relates to what you know about the Daily 5.
- 17. DEVELOPMENTAL AND SOCIAL FACTORSPrinciple 10: Developmental influence on learningPrinciple 11: Social influences on learning***Share with neighbor how this relates to your classroom and how it relates to what you know about the Daily 5.
- 18. INDIVIDUAL DIFFERENCES FACTORSPrinciple 12: Individual differences in learningPrinciple 13: Learning and diversityPrinciple 14: ‘Standards and assessment***Share with neighbor how this relates to your classroom and how it relates to what you know about the Daily 5.
- 19. Classroom Practices SurveyPlease take 5 – 7 minutes to complete the Classroom Practices Survey.For today’s purposes, only consider literacy instruction.Do it quickly, circling your first response.This will serve as baseline data and will be for you to keep.
- 20. Daily 5 - FoundationCommunityTrustChoicePurpose/urgencyStaminaRelease of Responsibility
- 21. ActivityWrite 3 – 5 ideas, connections, examples, thoughts, etc. on a piece on paper.The activity: Stand and when the music begins, move throughout the auditorium until the music stops. Then partner up with someone close and share your 3 – 5 ideas, etc.When the music starts again, repeat the process – new partner each time.
- 22. Take a Break!Be back in 15 minutes.
- 23. Deconstructing the Daily 5
- 24. Good Fit BooksResearch shows when children are reading independently, they should be reading books they understand and can read.Reading books that are too difficult can lead to frustration, inability to understand the story, and then reading is no longer enjoyable.We want children to enjoy reading, which means it is important they are reading books they are interested in and on their just right level!Research also shows that children are motivated to read when they can choose their own books.
- 25. Good Fit BooksPurpose – Point of reference for entire yearGood Fit Books Shoe LessonStudent Story
- 26. Daily 5 – Read to Self3 ways to Read a Book (read and talk about the pictures, read the words, retell a previously read book)Read-to-self I-chart (students - read the whole time, stay in one spot, read quietly, work on stamina, get started right away; teachers – work with groups of students, listen to children read, help students with reading)Modeling (appropriate, inappropriate, appropriate again with same student)Practice – build stamina – no judgment (training muscle memory w/short practices for correct behavior)Share celebrationsReview I-chart, practice, model, practice, model, etc.
- 27. Read to Self ResearchWe know that struggling adolescents need purposeful instruction in reading skills and strategies, access to a wide variety of texts, motivation to read, and authentic opportunities to read and write both inside and outside of school (Alvermann, 2001; Ivey, 1999; Paterson & Elliott, 2006; Williams, 2001). There is extensive research to support the premise that the best way to become a better reader is to read more. (Allington, 2001).
- 28. Time to Consider… What is the difference between Read to Self and DEAR time or other silent sustained reading periods?
- 29. Daily 5 - Read to OthersBenefits (students learn to control volume; gain increased attention to reading; are motivated; work on rate, fluency, word-attack skills; enjoy reading)EEKK (sit elbow-to-elbow, knee-to-knee)Different ways to read (I read, you read; choral read, reading one book, reading different booksCheck for understandingI-chart (students - sit EEKK, use soft voice, read whole time, stay in one spot, get started right away; teachers – work with students)
- 30. Read to Others ResearchIn an ideal literacy program, children are constantly reading, writing, listening, and speaking. They are engaged learners who are constantly expected to apply what they are learning to new contexts. (Michael F. Optiz)Kids need to be allowed to talk and think about their reading (Allington, 2006)
- 31. Questions to DiscussWhat are the strengths of a quiet classroom vs. the strengths of a buzzing classroom?What are the benefits of allowing kids to think and talk about their reading?
- 32. Listen to ReadingBenefits (fluency, new vocabulary)I-Chart (Students – get out materials, listen to the whole story, may listen to another story if time, follow along, stay in one spot, listen quietly, get started quickly, put materials away neatly; Teachers – work with students)
- 33. Listen to Reading ResearchThe more kids are exposed to high quality, fluent reading, the more comprehension, fluency and literacy grow.By kindergarten, a gap of 32 million words already separates some children in linguistically impoverished homes from their more stimulated peers (Wolf, 2007, p. 20)
- 34. What do you think?How could the Daily 5 structure impact those students who are linguistically impoverished, both through lack of conversations and lack of being read to?
- 35. Work on WritingSustained writing of the student’s choiceWriter’s workshop is separateMay work alone or in pairsUrgency (helps us become better readers and writers; we care about writing and the people that read it; choice; it’s fun; works on fluency of writing)I-Chart (Students – write the whole time; stay in one spot; work quietly; choice of what to write; get started quickly; underline words we are not sure how to spell and move on)Model how to underline words and how to brainstorm what to write about
- 36. Work on Words ResearchStudy after study suggests that handwriting is important for brain development and cognitionWriting by hand can get ideas out fasterWriting increases neural activity
- 37. How much time to your students get to practice writing when it isn’t assessed?Where do you find the time to fit it in?
- 38. Work on WordsBenefits (allows students to: experiment with words for learning and practicing a spelling pattern; memorize high-frequency words; generalize spelling patterns; add to curiosity of unique and interesting wordsUrgency (helps us become better writers; we care about writing and the people who read it; it’s fun)I-Charts (can create one for material set up and one for word work)
- 39. Word Work ResearchResearch conducted in the past ten years reveals that vocabulary knowledge is the single most important factor contributing to reading comprehension (Laflamme, 1997).
- 40. How would Word Work look in your present grade level?How would it be different than current practices?
- 41. Barriers, Solutions, PossibilitiesWrite down 2-3 potential barriers to implementing Daily 5 practices in your classroom.When finished, move to the area of the room that best fits your teaching assignment (K-1, 2-3, 4-5, 6-8)Take turns sharing potential barriers. As people share, brainstorm possible solutions.
- 42. Write one goal, focused on student-centered literacy, that you want to accomplish by our January meeting.
- 43. Welcome Panel Members1st Grade – Carla Brosius4th Grade - Jenny Huinker7-8th Grades – Mary KluesnerQ & A
- 44. Thank youfor sharing your afternoon with us!Please fill out the evaluation in your handouts.